The Impact Of Different Types Of Demonstration Examples On The Learning Outcomes Of Junior High School Students

In Visual Basic programming teaching in junior middle high school, In order to improve teaching effectiveness, teachers often use worked examples to help students understand the abstract programming knowledge. But teachers think that learning effect is little. It's the focus of this study that how to improve the learning effect that using worked example.By the combing of the literature and interviews with teachers, the research direction was initially determined. From the domestic and foreign related research about the worked examples, this study designed three types: worked example with plan, worked example with notes, worked example with plan and notes. According to the studies about the programming of learning effect, which is two parts: Conceptual knowledge and strategic knowledge . Among them, the conceptual knowledge is the knowledge of grammar and semantics, that is, basic concepts, grammar and other general knowledge. Strategic knowledge is the ability to solve the problem of knowledge,skills and strategies. when faced with a new situation, it has the ability to apply appropriate conceptual knowledge according to the situation. The three types of worked examples are taken as independent variables, and the results of conceptual knowledge and strategic knowledge are used as dependent variables. And then to analyze what type of worked examples can be better to improve the learning effect of students.The study selected six secondary classes in Nanjing H Middle School as the experimental class. The content of the experiment is selected as the three basic structures that is the assignment statement, the condition statement and loop statement.Under the guidance of teachers, According to the content of the experiment to choose the examples that using in teaching .And then, Design the three types of worked examples for each of the basic statements .Each of the two classes uses the same type of worked examples in the whole experiment. According to the teaching objectives,designed for each statementof the test questions,the first line of teachers to grasp the difficulty of the test scores and the match.After each statement is completed,the learner's learning effect is tested. The results of each test include conceptual knowledge and strategic knowledge.According to the results of the two types of knowledge, using descriptive statistics and variance analysis of global analysis of the three groups according to the global analysis results by selecting the Scheffe or Dunnett s T3 (3) method for multiple post hoc comparison for specific cases demonstrate differences. The following conclusions are drawn from the data analysis:(1) worked example with plan is helpful to study the strategic knowledge in programming;(2) worked example with notes is useful to study the conceptual knowledge at first.Based on the above conclusions, corresponding teaching suggestions for front-line teachers can be provided.